You will learn
- Judge accuracy.
- Spot missing evidence.
- Notice exaggeration.
- Check the speaker’s purpose.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Listen carefully.
- Ask what is fact and what is opinion.
- Check for evidence.
- Decide whether to trust it.
Words to know
to judge how good or reliable something is
correct and true
to make something sound bigger or better than it is
able to be trusted
1. Discover: The market seller
A seller shouts, “These mangoes are the sweetest in the whole world! Everyone says so! Only today, buy ten and they will make you rich!” Zainab asks, “Who says so? Where is the proof? How can mangoes make anyone rich?” A farmer adds quietly, “My mangoes are ripe this week and cost 200 naira each.”
Think: Which speaker sounds more reliable?
2. Understand: Questions that test what you hear
Idea 1: Fact or exaggeration
To evaluate, ask: is this accurate? Words like best in the whole world or everyone says are signs of exaggeration.
Idea 2: Look for evidence
A reliable speaker gives checkable facts, such as ripe this week and 200 naira each.
Idea 3: Consider purpose
Ask why the speaker is speaking. A seller wants you to buy, so check the claims before trusting them.
3. Worked examples
Example 1 (I show you): Exaggeration
Name an exaggerated claim.
- Find the biggest claim.
Answer: the sweetest in the whole world (or make you rich)
Example 2 (We do it together): Proof
What does Zainab ask for?
- Find her questions.
Answer: proof/evidence
Example 3 (You try): Reliable
Which speaker gives checkable facts?
Show the steps and answer
- Find the quiet one.
Answer: the farmer
Did you know?
Fact-checkers at news organisations test claims by asking who said it and where the proof is.
Why this matters
Evaluating what you hear protects you from being misled.
4. Explore: Test the message
Evaluate a spoken message.
- Listen to an advert or announcement.
- Write one claim.
- Ask for evidence.
- Decide how reliable it is.
Think about it: what did you notice?
You can evaluate what you hear.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- This claim is ___ because ___.
- The speaker wants ___.
- The evidence is ___.
- I trust / do not trust this because ___.
Guided practice
Question 1. To judge how good or reliable something is is to ___.
evaluate
Question 2. Correct and true means ___.
accurate
Question 3. To make something sound bigger than it is is to ___.
exaggerate
Independent practice
Level 1: Start
- To judge how good or reliable something is is to ___.
- Correct and true means ___.
- To make something sound bigger than it is is to ___.
- Able to be trusted means ___.
- The seller says his mangoes are the ___.
Level 2: Grow
- Who gives checkable facts?
- What does the seller want?
- What price does the farmer give?
Level 3: Stretch
- Is “everyone says so” proof?
- Should you ask for evidence?
- Can a speaker have a purpose?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Listen to one advert and write one exaggerated claim and one checkable fact.
Show a sample answer
two notes
Another one. Listen to an advert and write two questions you would ask the speaker.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can judge accuracy.
- I can spot missing evidence.
- I can notice exaggeration.
- I can check the speaker’s purpose.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Listen carefully.
- Ask what is fact and what is opinion.
- Check for evidence.
- Decide whether to trust it.
11. Next lesson
Next lesson: Multisyllabic decoding. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What does evaluate mean? [1 mark]
- Give one sign of exaggeration. [1 mark]
- Why does a speaker’s purpose matter? [1 mark]
- Give two questions to test spoken information. [2 marks]
- Explain how to evaluate a spoken message. [3 marks]
Total: 8 marks.
Marking guide and model answers
- to judge how good or reliable something is [1]
- e.g. best in the whole world/everyone says so [1]
- it may affect what they say [1]
- Where is the proof? [1]; Who says so/why? [1]
- listen and note the claims [1]; ask for evidence and spot exaggeration [1]; consider the speaker’s purpose and decide [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- To judge how good or reliable something is is to ___.
- Correct and true means ___.
- To make something sound bigger than it is is to ___.
- Able to be trusted means ___.
- The seller says his mangoes are the ___.
- Who gives checkable facts?
- What does the seller want?
- What price does the farmer give?
- Is “everyone says so” proof?
- Should you ask for evidence?
Homework
Listen to an advert and write two questions you would ask the speaker.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To judge how good or reliable something is is to ___. | evaluate | 1 |
| 2. Correct and true means ___. | accurate | 1 |
| 3. To make something sound bigger than it is is to ___. | exaggerate | 1 |
| 4. Able to be trusted means ___. | reliable | 1 |
| 5. The seller says his mangoes are the ___. | sweetest | 1 |
| 6. Who gives checkable facts? | the farmer | 1 |
| 7. What does the seller want? | you to buy mangoes | 1 |
| 8. What price does the farmer give? | 200 naira each | 1 |
| 9. Is “everyone says so” proof? | no | 1 |
| 10. Should you ask for evidence? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 evaluate; 2 accurate; 3 exaggerate; 4 reliable; 5 sweetest. Level 2: 1 the farmer; 2 you to buy mangoes; 3 200 naira each. Level 3: 1 no; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Judge accuracy | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Spot missing evidence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Notice exaggeration | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Check the speaker’s purpose | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: judge accuracy; spot missing evidence; notice exaggeration; check the speaker’s purpose.
Prerequisite knowledge. Presentation organisation.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 4 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core SL.4.3 (identify the reasons and evidence a speaker provides to support particular points); Cambridge Primary English Stage 4 (evaluating what is heard). These sources informed the lesson.